Rehearse the routine (redo it the right way)
Aim (what it achieves)
Build habits by practising the expected behaviour (rather than only talking about it).
When to use
When a routine breakdown happened (entry, transition, equipment, turning to talk, listening) and you need it to stick for next time.
How to use (steps)
Teacher language (examples)
“We’re going to do that again — this time silently and straight to the task.” “Good. That’s the routine we need every time.”
Top tips (makes it work)
Keep practice short; only rehearse what you can hold consistently; use calm certainty.
Common pitfalls
Humiliating the pupil; practising too many times; rehearsing when the class is already boiling.
SEND/PP considerations
Rehearsal supports pupils who struggle with implicit expectations. Make the routine explicit and predictable; keep language concrete.
Tags
Sources
- Teach Like a Champion (technique family)
- practice-based classroom management
Used in
Behaviour Matrix
- Repair & Rebuild Chatting during independent work
- Repair & Rebuild Calling out / interrupting
Related strategies
Re-entry script (fresh start + first step)
Reintegrate pupils positively after conflict or sanction.
Post-incident learning plan (one target for next lesson)
Turn incidents into a practical improvement plan rather than a grudge.
Consistency calibration (shared scripts + thresholds)
Reduce teacher-to-teacher variation that drives SEND/PP sanction gaps.
Brief restorative at the door (60–90 seconds)
Rebuild trust and clarify expectations without creating dependency on long conversations.
Trigger mapping (simple ABC debrief)
Identify patterns so you can prevent repeats (antecedent → behaviour → consequence) without blaming the pupil.
Re-entry ‘fresh start’ greeting (reset the relationship)
Signal belonging and reduce ‘pre-loading’ conflict by greeting positively after an incident.